math online tutors
Enhancing Mathematics Learning: The Role of Online Tutors
In this essay, we provide a survey of what is known about online tutoring (typically called e-tutoring or e-moderating) in mathematics K-12. We consider online work accomplished via various electronic and contemporaneous platforms culminating in choices as made by Robinson. We take the view that traditional “correspondence” is an electronic platform. We lean on our own contributions to the field to the extent we believe they provide deeper insights than are currently out in the literature, but have cited them to avoid immodesty. We also have leaned on our ISEC talk. A theme that emerges is that online interaction can be especially effective in augmenting student learning and that seemingly there is no limit to student need.
Looked at from a tutor’s perspective, operating one’s own online business is significantly less expensive than having a physical location. If a site can attract enough students, it can be more effective for tutors than meeting in person. That also holds in the bricks and mortar “real” world (users of Elite Tutoring online included one tutor who had been in a brick-and-mortar tutoring center, but found the online business much more attractive because of no overhead). In his detailed account of how online discussion boards can be harnessed to help community college students gain a deeper understanding of calculus, Dan Robinson notes that, “since late 2005, I have tutored hundreds of math students online with an absolute love and passion for tutoring”.
There is increasing evidence of the potential for online tutoring to enhance student learning. Serving the needs of homebound students (schools in the United States alone now claim one million students are homebound as a result of illness, injury, or suspension) is often cited as the impetus for online tutoring. The Internet allows tutors to tap a larger market in terms of geography, because students can receive help from a tutor at a different location, no matter where each is located.
Introduction
Any new definitions that encompass effective online learning need to embrace these conclusions and the importance of encouraging student-centered learning. Challenges and difficulties associated with students and online tutoring have been less well-documented in the literature. They are now well discussed by marketers who are heavily reliant on this growing medium. The emotional and perspective of Australian students using online tutoring in mathematics has rarely been addressed and will be the focus of some of the research described in this paper. A new initiative has staked a claim on prospective emotional responses to online learning in general. A great deal of research into online e-learning has been able to be transferred to online tutoring, as research shows much of its practice to be in the same frame. There is ample research in the literature on the related opinions, approaches, and impact associated with learning mathematics subjects online and this will not be revisited here. With the implementation of the Common Core standards in the United States, the study of mathematics has been turned on its head. When it comes to mathematics education, old habits die hard, caregiver attitudes being no exception. However, transitioning into a new landscape involves new habits in solving problems and learning.
Benefits of the online system have been used to promote online math support in general. It has been shown that interaction between the tutor and student is extremely important. The cognitive benefits of online sessions for the student were related to the following: greater ease of thinking; increased impulse control; heightened gains in output; more frequent control of speech; extended spatial learning and acquisition of correct spelling; and beneficial impact on reading development. A wide range of research is available to support the first conclusion. Studies have mainly focused on how interaction and technology (like automated responses) have increased student learning and understanding. There has been an exponential increase in available literature to guide the aims and best practice of online tutoring, predominantly in recent years. There are now no online systems that are as yet totally governed by technology. It has been repeatedly shown that online tutor/student support, where there is direct interaction, is an essential component of any effective program.
It has also been proved that highly experienced tutors are not a guarantee for good help provided to the student. Some of the older people are, in theory, well equipped to use these methods. However, in tutoring attitudes, there are big differences between the two groups: they do not use the same strategies, nor are they acquainted with verbal information students need, nor are they willing to give the amount of help needed. Learning to be a tutor or a teacher is not an easy process, and many students need to learn how to articulate their knowledge in order to be tutors. Moreover, tutors must also give an account of their actions during the tutorials and how well they have helped the students. Providing prospective tutors with a clearer understanding of the objectives of the instruction and sharing the definition of topics with students are also beneficial in improving the effectiveness of tutoring. In addition, as students usually receive a large portion of their learning online, improving the impact of online help is necessary to make students take advantage of their help.
Effective strategies for online mathematics teaching and tutoring have been discussed. For mathematics, there are possibilities to use digital graphing calculators or computer-based mathematical environments (CBME) in order to display and solve mathematical problems. This could be done at a numerical, algebraic, or graphical level. Contextual or real-world problems are also suitable for this. Alternatively, graphical and spatial problems come forward. The results of a project concerning the outcomes of several effective and/or motivational methods (like testing with feedback and rewards for effort) for one-session tutorial mathematics can be compared with these non face-to-face methods. In this respect, there are some research-based results and suggestions that can be helpful.
The play-doh method is used to prepare mathematical objects, which enables more engagement of students in learning. This technique helps young learners. The math skills progress slowly and steadily, and in a one-to-one interaction with a teacher, the child learns more easily and shares the learners’ problems with the teacher more comfortably as opposed to a group of students. In both techniques, computer technology knowledge or web apps were not yet used. One way technology can help a learner who feels bored in a lesson is by creating engaging interactive sessions. In this section, we discussed the roles of basic and advanced technologies for developing the e-content and resources.
Technology has already entered the classroom and the home as a tool to aid learning. In ancient times, when a teacher was teaching a class, a student was using some resources—such as geometrical box objects, which helped them to build a better understanding. In the twenty-first century, technology has occupied the prime place in education. Technology is defined as an array of knowledge that seeks to empower informal learners (in a classroom) as they learn. Technology boosts the learning outcomes of students. Technology is addressing the challenges that teachers are facing such as limited time, limited teaching resources, one method of teaching, costly teaching methods, and difficult to schedule (teaching and other activities). As a result of technology-oriented teaching and learning, students are able to learn at their own pace and place, thus ensuring equity in their learning outcomes. Due to interdisciplinary subject knowledge inputs in technology, teaching and learning are expanded automatically. Technology has created new techniques and methods of teaching by using internet and web applications and websites. What is next or what additional technological resources are used in online math tutoring? This question is discussed in a separate section, where traditional math tutoring websites are discussed and online math games are reviewed.
In this respect, a number of possible trends have been identified within the literature. For instance, with the rapid increase of digital technology, there could be concerns about decreasing human relationships. These may take the form of frustrations with the reliability, privacy, or security of online interactions. Already, mobile and web technologies are being developed that enable users to wear and use devices that facilitate on-the-go augmented reality relevant to space perception, which is particularly useful for understanding mathematical manipulations such as addition and subtraction, which may increase the enactment of one-on-one and small group experiences in real-world settings. Content-specific software for all levels of student abilities have become abundant, which is enabling tutors to specifically target their student’s mathematics learning, individualizing their teaching to better meet the educational needs of their tutees.
It is clear that online tutoring is on the rise due to the many people gaining internet access across the globe. Given the rise of such easy access, the uptake of online mathematics tutoring is likely to increase further. Although the quality and effectiveness of online mathematics tutoring have typically been researched within the context of a particular study, suggest the need for research on the broad roles and functions of peer and near-peer tutoring including the teaching of subject matter content, effective communication, skill in learning and facilitating learning, characteristic utilization of the roles, and enhancing the commitment of tutors to educational and related jobs.
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